Framework for Development in Learning and Teaching. The Framework consists of a suite of modules/micro-credentials based on four sets of modules: Foundational Learning differentiated to the requirements of specific cohorts Real Time Learning that will deepen learning and support on-going recognition and good practice Discipline Led Learning designed and delivered in partnership with Faculties and Schools Leading Learning to support leadership in tertiary educational environments. a comprehensive and consultative review of student evaluation of units and teaching was undertaken in consultation with QUT staff and students, a desktop audit of other institutions in Australia and beyond, and the wider scholarship of learning and teaching. The aim is to develop new evidence-based evaluations of unit and teaching, a review of the associated reporting and improved governance of all surveys of student support services for implementation in 2020. Over the course of 2019, 300 staff members engaged with one or more of these schemes. Over the last three years, 71 staff members have graduated from GCAP and QUT now has 750 ▇▇▇ ▇▇▇▇▇▇▇ including 19 Principal Fellows, making QUT the largest community of Fellows outside the United Kingdom. Our leadership in professional development and the integration of the Professional Standards Framework has led to a wide range of new learning and teaching partnerships with Universities in China, Thailand, Taiwan and the United Kingdom. Over the last 12 months QUT has supported 14 institutions to develop professional learning and recognition pathways for their academic staff. During times of disruptive change, both within the employment market and in the ways that we live and learn, it is critical to encourage and enable innovation in learning, teaching and assessment and this has been pursued throughout 2019 through strategies such as: a university wide approach to Students as Partners, enabling students and staff to engage in collaborative partnerships with industry and community to transform curriculum investing in, supporting and rewarding innovation in learning and teaching, and building tolerance for failure as a necessary part of innovation through: Innovation flags which show on units in the Individual Unit Reports where the faculty has identified substantial innovation is being introduced or refined in the semester. These flags aim to encourage and recognise staff engaged in innovation and support review discussions. In 2019, 114 units were flagged for innovation in Semester One Unit and Course Evaluation reports Learning Innovation Pilots - small scale experimentations that helps QUT investigate and evaluate the value of new pedagogies and/or technologies to stakeholders to inform whether these innovations are appropriate for broader adoption. In 2019 there were six pilots and 105 units involved in Learning Innovation Pilots CoLab - Learning and Teaching Innovation CoLab was launched as a new pilot initiative. Designed as a two-day intensive problem-solving event, CoLab facilitates collaboration between academic, sessional and professional staff members and students to co-design solutions for complex 'problems worth solving' in learning, teaching and student experience. A rapid design sprint process leads to prototype development with resources available to progress solutions that enhance learning at QUT developing a strategic Higher Education Research agenda and identifying focused themes that afford a deeper understanding of learners; technology enabled learning environments; and preparing 21st century learners for the future world of work. All these initiatives are designed to build capability, create a community of practice and enhance the quality of teaching at QUT. Alongside these major bodies of work, throughout 2019 there has been significant work undertaken across QUT to develop an integrated foundational academic plan aligned to the new Blueprint 6. The Learning and Teaching components of this Foundational Academic Plan have been developed to build on the Real World Learning 2020 Vision and align to QUT's Blueprint 6 priority areas. The Plan is designed to provide guidance to faculties and institutes for their learning and teaching strategies consistent with QUT's distinctive identity as a university for the real world. It outlines QUT's strategic objectives for learning and teaching between 2020 and 2023 which aim to strengthen access, learner success, employability and graduate outcomes. The objectives are to: Be globally recognised as a leader in authentic learning, including work based, and work integrated learning ▇▇▇▇▇▇ collegial learning and teaching practices and culture that empower staff and students to succeed Employ a research led and data informed approach to education. UNIVERSITY ADMISSIONS TRANSPARENCY QUT uses OP/ATAR and Selection ranks to assess students for entry; for some visual or performing arts programs additional portfolio/audition or interview requirements may apply. School leavers completing Year 12 in 2020 for admission in 2021 must have an ATAR or a completed International Baccalaureate (IB) Diploma as the minimum entry requirement. Non- school leavers without an ATAR or Overall Position (OP) can be assigned a selection rank if they have completed an Australian Qualifications Framework Certificate IV or higher. The Queensland Tertiary Admissions Centre (QTAC) can also calculate a selection rank for non-school leavers based upon the applicant's employment experience. Employment experience can be used on its own or combined with a Special Tertiary Admissions Test (STAT) result. Although entry to QUT is based upon past academic performance represented by an ATAR/OP or selection rank, all students have access to a range of free services within their course and outside of class: Language and learning support, such as writing and assignment feedback, study and presentation skills to evaluate progress Maths, science and IT support, such as understanding course content, developing science, technology, engineering and mathematics (STEM) skills and guidance with assessment items to evaluate success Career management to evaluate career options while building employability Leadership and development such as attending workshops, conferences and volunteering on campus. UNIVERSITY RETENTION STRATEGIES QUT has several mechanisms in place to support student retention and success, including: Faculty and Professional Partnerships — In 2018, QUT moved to a new partnership model of student success that saw the implementation of faculty-specific student success teams across all six faculties. Each faculty student success team varies in size and composition based on the specific priorities of the faculties, and includes experts in language and learning, STEM and careers support. The faculty teams work in close partnership with course staff to align learning and career support strategies to key units to ensure that the support offered is relevant and timely. Support for Learning — QUT offers a tiered service model to support QUT learners achieve academic and career success. This includes a range of peer to peer offerings, digitally enabled and in person targeted group-based workshops, discipline specific self-help resources and one-to-one sessions for students with more complex needs. Learner Connectedness —A core part of the student success strategy at QUT is fostering learner connectedness and belonging. This is achieved through OUT's peer programs strategy, students as partners in curriculum and academic governance and through a specialised student leadership and development program. QUT students have access to specialised leadership workshops and a whole of institution Student Leadership Conference. Career Development Learning — In 2018, QUT launched an institution specific career development learning framework to proactively embed career development into whole of course design and to support the retention of first year students. This included the development of a career focused MOOC, a set of online learning modules that align to the framework and targeted career advising support for prospective and first year units. Learner Engagement and Monitoring of at Risk Students — In 2019, OUT launched an early alert strategy to enable academic and professional staff to flag students at risk of disengaging from their studies. The early alert program compliments QUT's existing learner engagement and monitoring strategy that involves students proactively calling other students who are deemed at risk. OUT's retention strategies can be grouped under three broad categories: inclusive curriculum; support services; and a sense of belonging — the three dimensions necessary for success and retention. See also 'Strategies for increasing student support for relocating students' — Equity section below Sense of belonging – transition in Transition in strategies which generate a 'sense of belonging' include pre-enrolment welcome calls for equity group students; a full orientation program including targeted sessions for groups such as regional/remote students; and introduction to the full suite of support services, including the accommodation and financial support services which are crucial for commencing students. Welcome calls —Student Success Advisors phone commencing equity group students including low SES, Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander, humanitarian, relocating, VET pathway and Educational Access Scheme students to provide information and referral to support services and resources as appropriate Orientation program — university wide and faculty-specific orientation activities, plus cohort-specific programs for International, mature aged, postgraduate, and rural; social orientation activities and transitional activities in weeks one to four Accommodation services — information, advice and support on finding and securing accommodation along with assistance regarding any problems arising with accommodation. Support services The university has a full suite of student support services, with particular strengths in financial support. Services include early intervention for at-risk students. Data-tracking shows that students in equity groups, including regional/remote students, are using the services (such as learning support, careers, counselling, financial support and disability) at rates congruent with their representation. Support services include: Financial support—Equity Scholarships, Work Integrated Learning Equity bursaries, Equity Emergency bursaries, Student Loans Personal counselling International Student Services — includes personal counselling and financial support Student engagement Learning and assessment support for students with a disability, injury or health condition (includes assistive technology) Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander student support — academic, personal and cultural support to Indigenous students, including Keystones of Success tuition support LGBTIQA+ support for gender and sexuality issues Support for students from culturally diverse backgrounds e.g. QUT International Clubs, QUT Pasifika Association, QUT Korean Students Association Support for postgraduate research students — research skills training Careers support — drop-in sessions, workshops, online resources Course and unit advice — provided by Faculty Student Learning Advisors Language and learning support—includes academic and study skills, English language skills, assignment writing Mathematics, science, and IT skills support Peer mentoring programs — academic skills development Early intervention for at-risk students — phone calls from Student Success Advisors, students are provided with information and referral to support services and resources as appropriate Discrimination and grievance—support and advice about options, relevant policies/ procedures and appropriate course of action Clubs and societies including sport and recreation clubs administered by the QUT Guild, and QUT Sport/Student Engagement Team. HiQ is the first point of contact (face-to-face, or via phone, email or chat) for QUT students to get information about courses, university processes, and technology support and library support. HiQ supports students throughout their studies, over a wide span of operating hours, ensuring that they can access support when, where and how they need it. If HiQ staff cannot answer an enquiry, they will refer the student to the specialist service or faculty they require via a warm handover, capturing the details of the enquiry. New and continuing students have identified some significant pain points during their university experience which may contribute to attrition including: university administration and processes; and lack of awareness of, or difficulty accessing support for learning. HiQ addresses these pain points by enabling centralised, easy-to-access support for anything at QUT, and helping to improve the overall student experience. For support services, evaluation for all students and for equity group students (including regional/remote) tracks two parameters: Participation (i.e. attendance numbers/uptake of services) Post-service outcomes data — retention, attrition, success, grade point average (GPA). Overall, equity group students are using services at or above the rates expected from their representation. One clear example of service outcomes is the impact of the university's large needs-based scholarship program which shows boosted retention rates for recipients, including regional/remote students. QUT does not formally follow-up with students who have discontinued their studies. Developing a more coordinated approach to recruitment, engagement, and retention through shared platforms, processes, and services to commencing students, will enable improved data analytics to provide responsive services to at risk cohorts. QUT's Student Engagement and Sport works specifically in the transition-in period, from point of offer through to first year, with a focus on peer-to-peer strategies that creating a sense of belonging and connectedness essential to student success. ReSEARCH AND RESEARCH TRAINING AND INNOVATION QUT's objectives and priorities for research, research training and innovation are articulated in the QUT Blueprint and the QUT Foundational Academic Plans for Research and Innovation; Engagement; and Indigenous Australians. QUT's aspiration is to be a leading research-intensive university with particular success in strategic fundamental research. We aim to improve research performance significantly through an enhanced research culture and supportive framework and facilities. In line with the newly refreshed Blueprint 6, the university has developed a Research Structures framework to focus effort in areas of research strength. The new University Research Centres are university-level entities established with the primary purpose to build and develop high-quality, ▇▇▇▇▇▇▇▇ ▇▇▇▇ in deep disciplinary or inter-disciplinary research capabilities that are nationally and internationally leading. A University Research Centre represents a university research strength that has a global reputation and provides a focus for strong external engagement. An example of the university's commitment to building programmatic strength being realised was the recent announcement of the award of the $34.9 million Australian Research Council Centre of Excellence for the Digital Child. This centre will bring together Australia's best researchers to work with international partners and external stakeholders. In addition, QUT is a participant in three further ARC Centres of Excellence (▇▇▇) announced recently: ARC ▇▇▇ for Automated Decision Making and Society led by RMIT ARC ▇▇▇ for Plant Success in Nature and Agriculture led by The University of Queensland ARC ▇▇▇ in Synthetic Biology led by Macquarie University. As a university for the real world, QUT's research is aligned to the human capital and innovation needs of the economy. QUT not only looks at research capacity through the lens of academic disciplines, but also from the perspective of the relevant sectors of the economy and the professions that are enabling innovation. For example, Queensland faces the task of increased agribusiness and food sector exports in the face of the increasing impacts of climate change. This requires us to resource and e
Appears in 1 contract
Sources: Mission Based Compact
Framework for Development in Learning and Teaching. The Framework consists of a suite of modules/micro-credentials based on four sets of modules: o Foundational Learning differentiated to the requirements of specific cohorts o Real Time Learning that will deepen learning and support on-going recognition and good practice o Discipline Led Learning designed and delivered in partnership with Faculties and Schools o Leading Learning to support leadership in tertiary educational environments. a comprehensive and consultative review of student evaluation of units and teaching was undertaken in consultation with QUT staff and students, a desktop audit of other institutions in Australia and beyond, and the wider scholarship of learning and teaching. The aim is to develop new evidence-based evaluations of unit and teaching, a review of the associated reporting and improved governance of all surveys of student support services for implementation in 2020. Over the course of 2019, 300 staff members engaged with one or more of these schemes. Over the last three years, 71 staff members have graduated from GCAP and QUT now has 750 ▇▇▇ ▇▇▇▇▇▇▇ including 19 Principal Fellows, making QUT the largest community of Fellows outside the United Kingdom. Our leadership in professional development and the integration of the Professional Standards Framework has led to a wide range of new learning and teaching partnerships with Universities in China, Thailand, Taiwan and the United Kingdom. Over the last 12 months QUT has supported 14 institutions to develop professional learning and recognition pathways for their academic staff. During times of disruptive change, both within the employment market and in the ways that we live and learn, it is critical to encourage and enable innovation in learning, teaching and assessment and this has been pursued throughout 2019 through strategies such as: a university wide approach to Students as Partners, enabling students and staff to engage in collaborative partnerships with industry and community to transform curriculum investing in, supporting and rewarding innovation in learning and teaching, and building tolerance for failure as a necessary part of innovation through: o Innovation flags which show on units in the Individual Unit Reports where the faculty has identified substantial innovation is being introduced or refined in the semester. These flags aim to encourage and recognise staff engaged in innovation and support review discussions. In 2019, 114 units were flagged for innovation in Semester One Unit and Course Evaluation reports o Learning Innovation Pilots - small scale experimentations that helps QUT investigate and evaluate the value of new pedagogies and/or technologies to stakeholders to inform whether these innovations are appropriate for broader adoption. In 2019 there were six pilots and 105 units involved in Learning Innovation Pilots o CoLab - Learning and Teaching Innovation CoLab was launched as a new pilot initiative. Designed as a two-day intensive problem-solving event, CoLab facilitates collaboration between academic, sessional and professional staff members and students to co-design solutions for complex 'problems worth solving' in learning, teaching and student experience. A rapid design sprint process leads to prototype development with resources available to progress solutions that enhance learning at QUT o developing a strategic Higher Education Research agenda and identifying focused themes that afford a deeper understanding of learners; technology enabled learning environments; and preparing 21st century learners for the future world of work. All these initiatives are designed to build capability, create a community of practice and enhance the quality of teaching at QUT. Alongside these major bodies of work, throughout 2019 there has been significant work undertaken across QUT to develop an integrated foundational academic plan aligned to the new Blueprint 6. The Learning and Teaching components of this Foundational Academic Plan have been developed to build on the Real World Learning 2020 Vision and align to QUT's Blueprint 6 priority areas. The Plan is designed to provide guidance to faculties and institutes for their learning and teaching strategies consistent with QUT's distinctive identity as a university for the real world. It outlines QUT's strategic objectives for learning and teaching between 2020 and 2023 which aim to strengthen access, learner success, employability and graduate outcomes. The objectives are to: Be globally recognised as a leader in authentic learning, including work based, and work integrated learning ▇▇▇▇▇▇ collegial learning and teaching practices and culture that empower staff and students to succeed Employ a research led and data informed approach to education. UNIVERSITY ADMISSIONS TRANSPARENCY QUT uses OP/ATAR and Selection ranks to assess students for entry; for some visual or performing arts programs additional portfolio/audition or interview requirements may apply. School leavers completing Year 12 in 2020 for admission in 2021 must have an ATAR or a completed International Baccalaureate (IB) Diploma as the minimum entry requirement. Non- school leavers without an ATAR or Overall Position (OP) can be assigned a selection rank if they have completed an Australian Qualifications Framework Certificate IV or higher. The Queensland Tertiary Admissions Centre (QTAC) can also calculate a selection rank for non-school leavers based upon the applicant's employment experience. Employment experience can be used on its own or combined with a Special Tertiary Admissions Test (STAT) result. Although entry to QUT is based upon past academic performance represented by an ATAR/OP or selection rank, all students have access to a range of free services within their course and outside of class: Language and learning support, such as writing and assignment feedback, study and presentation skills to evaluate progress Maths, science and IT support, such as understanding course content, developing science, technology, engineering and mathematics (STEM) skills and guidance with assessment items to evaluate success Career management to evaluate career options while building employability Leadership and development such as attending workshops, conferences and volunteering on campus. UNIVERSITY RETENTION STRATEGIES QUT has several mechanisms in place to support student retention and success, including: Faculty and Professional Partnerships — In 2018, QUT moved to a new partnership model of student success that saw the implementation of faculty-specific student success teams across all six faculties. Each faculty student success team varies in size and composition based on the specific priorities of the faculties, and includes experts in language and learning, STEM and careers support. The faculty teams work in close partnership with course staff to align learning and career support strategies to key units to ensure that the support offered is relevant and timely. Support for Learning — QUT offers a tiered service model to support QUT learners achieve academic and career success. This includes a range of peer to peer offerings, digitally enabled and in person targeted group-based workshops, discipline specific self-help resources and one-to-one sessions for students with more complex needs. Learner Connectedness —A core part of the student success strategy at QUT is fostering learner connectedness and belonging. This is achieved through OUT's peer programs strategy, students as partners in curriculum and academic governance and through a specialised student leadership and development program. QUT students have access to specialised leadership workshops and a whole of institution Student Leadership Conference. Career Development Learning — In 2018, QUT launched an institution specific career development learning framework to proactively embed career development into whole of course design and to support the retention of first year students. This included the development of a career focused MOOC, a set of online learning modules that align to the framework and targeted career advising support for prospective and first year units. Learner Engagement and Monitoring of at Risk Students — In 2019, OUT launched an early alert strategy to enable academic and professional staff to flag students at risk of disengaging from their studies. The early alert program compliments QUT's existing learner engagement and monitoring strategy that involves students proactively calling other students who are deemed at risk. OUT's retention strategies can be grouped under three broad categories: inclusive curriculum; support services; and a sense of belonging — the three dimensions necessary for success and retention. See also 'Strategies for increasing student support for relocating students' — Equity section below Sense of belonging – transition in Transition in strategies which generate a 'sense of belonging' include pre-enrolment welcome calls for equity group students; a full orientation program including targeted sessions for groups such as regional/remote students; and introduction to the full suite of support services, including the accommodation and financial support services which are crucial for commencing students. Welcome calls —Student Success Advisors phone commencing equity group students including low SES, Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander, humanitarian, relocating, VET pathway and Educational Access Scheme students to provide information and referral to support services and resources as appropriate Orientation program — university wide and faculty-specific orientation activities, plus cohort-specific programs for International, mature aged, postgraduate, and rural; social orientation activities and transitional activities in weeks one to four Accommodation services — information, advice and support on finding and securing accommodation along with assistance regarding any problems arising with accommodation. Support services The university has a full suite of student support services, with particular strengths in financial support. Services include early intervention for at-risk students. Data-tracking shows that students in equity groups, including regional/remote students, are using the services (such as learning support, careers, counselling, financial support and disability) at rates congruent with their representation. Support services include: Financial support—Equity Scholarships, Work Integrated Learning Equity bursaries, Equity Emergency bursaries, Student Loans Personal counselling International Student Services — includes personal counselling and financial support Student engagement Learning and assessment support for students with a disability, injury or health condition (includes assistive technology) Aboriginal and ▇▇▇▇▇▇ ▇▇▇▇▇▇ Islander student support — academic, personal and cultural support to Indigenous students, including Keystones of Success tuition support LGBTIQA+ support for gender and sexuality issues Support for students from culturally diverse backgrounds e.g. QUT International Clubs, QUT Pasifika Association, QUT Korean Students Association Support for postgraduate research students — research skills training Careers support — drop-in sessions, workshops, online resources Course and unit advice — provided by Faculty Student Learning Advisors Language and learning support—includes academic and study skills, English language skills, assignment writing Mathematics, science, and IT skills support Peer mentoring programs — academic skills development Early intervention for at-risk students — phone calls from Student Success Advisors, students are provided with information and referral to support services and resources as appropriate Discrimination and grievance—support and advice about options, relevant policies/ procedures and appropriate course of action Clubs and societies including sport and recreation clubs administered by the QUT Guild, and QUT Sport/Student Engagement Team. HiQ is the first point of contact (face-to-face, or via phone, email or chat) for QUT students to get information about courses, university processes, and technology support and library support. HiQ supports students throughout their studies, over a wide span of operating hours, ensuring that they can access support when, where and how they need it. If HiQ staff cannot answer an enquiry, they will refer the student to the specialist service or faculty they require via a warm handover, capturing the details of the enquiry. New and continuing students have identified some significant pain points during their university experience which may contribute to attrition including: university administration and processes; and lack of awareness of, or difficulty accessing support for learning. HiQ addresses these pain points by enabling centralised, easy-to-access support for anything at QUT, and helping to improve the overall student experience. For support services, evaluation for all students and for equity group students (including regional/remote) tracks two parameters: Participation (i.e. attendance numbers/uptake of services) Post-service outcomes data — retention, attrition, success, grade point average (GPA). Overall, equity group students are using services at or above the rates expected from their representation. One clear example of service outcomes is the impact of the university's large needs-needs- based scholarship program which shows boosted retention rates for recipients, including regional/remote students. QUT does not formally follow-up with students who have discontinued their studies. Developing a more coordinated approach to recruitment, engagement, and retention through shared platforms, processes, and services to commencing students, will enable improved data analytics to provide responsive services to at risk cohorts. QUT's Student Engagement and Sport works specifically in the transition-in period, from point of offer through to first year, with a focus on peer-to-peer strategies that creating a sense of belonging and connectedness essential to student success. ReSEARCH RESEARCH AND RESEARCH TRAINING AND INNOVATION QUT's objectives and priorities for research, research training and innovation are articulated in the QUT Blueprint and the QUT Foundational Academic Plans for Research and Innovation; Engagement; and Indigenous Australians. QUT's aspiration is to be a leading research-intensive university with particular success in strategic fundamental research. We aim to improve research performance significantly through an enhanced research culture and supportive framework and facilities. In line with the newly refreshed Blueprint 6, the university has developed a Research Structures framework to focus effort in areas of research strength. The new University Research Centres are university-level entities established with the primary purpose to build and develop high-quality, ▇▇▇▇▇▇▇▇ ▇▇▇▇ in deep disciplinary or inter-disciplinary research capabilities that are nationally and internationally leading. A University Research Centre represents a university research strength that has a global reputation and provides a focus for strong external engagement. An example of the university's commitment to building programmatic strength being realised was the recent announcement of the award of the $34.9 million Australian Research Council Centre of Excellence for the Digital Child. This centre will bring together Australia's best researchers to work with international partners and external stakeholders. In addition, QUT is a participant in three further ARC Centres of Excellence (▇▇▇) announced recently: ARC ▇▇▇ for Automated Decision Making and Society led by RMIT ARC ▇▇▇ for Plant Success in Nature and Agriculture led by The University of Queensland ARC ▇▇▇ in Synthetic Biology led by Macquarie University. As a university for the real world, QUT's research is aligned to the human capital and innovation needs of the economy. QUT not only looks at research capacity through the lens of academic disciplines, but also from the perspective of the relevant sectors of the economy and the professions that are enabling innovation. For example, Queensland faces the task of increased agribusiness and food sector exports in the face of the increasing impacts of climate change. This requires us to resource and eex
Appears in 1 contract
Sources: Mission Based Compact